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Watch both the videos embedded and answer the question below. After watching both videos about Social Class in 1957 America, answer the following questions: Which of the 3 theoretical perspectives do you believe the writer of these videos is most analyzing Social Class with and why? Give examples from the video to support your answer. Do you believe that these 3 classes are present today? Do you believe that “vertical mobility”, between classes, is especially possible in the United States today, as was stated in these videos?

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The videos depicting social class in 1957 America provide a comprehensive look at the stratification system that was prevalent during that period. Upon analysis, it becomes evident that the writer primarily employs the structural-functionalist perspective to examine social class. This perspective views society as a complex system whose parts work together to promote stability and order. The emphasis on the division into distinct social classes—the upper, middle, and lower—reflects this perspective's focus on the functional necessity of stratification for societal stability.

In the videos, the upper class is depicted as the holders of significant wealth and influence, often occupying prestigious positions and living in privileged conditions. The middle class is shown as the bulk of the population, engaging in various professional and semi-professional roles that help maintain economic stability and social order. The lower class is characterized by individuals facing economic hardships, often seen working manual labor or holding low-wage jobs, which, from a functionalist view, serve to support the overall societal structure by filling necessary roles. The example of the economic hierarchy and occupational specialization in the videos supports the functionalist notion that these classes serve a purpose in maintaining societal equilibrium.

Furthermore, the videos subtly imply that mobility between these classes is possible but challenging, aligning with the idea of ‘vertical mobility’ discussed in sociological studies. The fact that individuals can move upward or downward suggests a fluid but stratified social hierarchy, which was particularly relevant in 1957 America, where the American Dream promoted the possibility of upward mobility through hard work and determination.

Considering whether these three classes are still present today, sociological research indicates that class stratification continues to be a defining aspect of American society. Although there have been changes, the core distinctions persist, with economic and social inequalities evident in current data on income, education, and occupation. The middle class, although sizable, faces increasing economic challenges, such as stagnant wages and rising costs of living, which threaten its stability. The upper class still controls substantial wealth, influencing politics and economics, while the lower class continues to encounter structural barriers to mobility.

The concept of vertical mobility remains relevant today, yet it appears less accessible than in the 1950s. Economic mobility in contemporary America is constrained by factors such as income inequality, educational disparities, and labor market changes. According to research by Reich (2017), social mobility in the U.S. has declined, and mobility opportunities are unevenly distributed, often favoring those already in privileged positions. This declining mobility challenges the optimistic view presented in the videos of easy upward movement, suggesting that structural barriers have become more entrenched.

In conclusion, the videos from 1957 primarily analyze social class through the lens of the structural-functionalist perspective, emphasizing the stability and necessity of class distinctions for societal functioning. While the core classes still exist today, their nature and the ease of moving between them have evolved, with less mobility available now than in the past. The ongoing economic disparities and structural inequalities suggest that vertical mobility remains a significant challenge in the United States, contrary to the more optimistic views of the 1950s.

References

• Reich, R. (2017). Saving Capitalism: For the Many, Not the Few. The Penguin Press.
• Frank, R. H. (2014). The Darwin Economy: Liberty, Competition, and the Common Good. Princeton University Press.
• Grusky, D. B., & Szelenyi, I. (2011). The Inequality Reader: Contemporary and Foundational Readings in Race, Class, and Gender. Westview Press.
• Wright, E. O. (2015). Understanding Class. Verso Books.
• Turabian, K. L. (2018). A Manual for Writers of Research Papers, Theses, and Dissertations. University of Chicago Press.
• Reskin, B., & McBrier, D. (2000). Why not ascribed? Social stratification and the hidden curriculum of race, gender, and class. Sociology of Education, 73(3), 159-187.
• Hout, M. (2012). Social and economic mobility. In P. T. J. Smeeding & B. J. Wiens (Eds.), The Oxford Handbook of Inequality. Oxford University Press.
• Putnam, R. D. (2015). Our Kids: The American Dream in Crisis. Simon & Schuster.
• Jencks, C., & Tach, L. (2016). The Growing Gaps in Educational Opportunity. The Future of Children, 26(1), 13-36.
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241-258). Greenwood.